future Engineering Our
A Strategic Plan
From The Chair It continues to be an exciting time at the Stewart School of Industrial & Systems Engineering (ISyE) as we forge ahead in pushing theoretical frontiers and solving real-world societal problems. ISyE faculty, alumni, and students can be found around the globe making a difference in the world—and that is indeed awe-inspiring. As leaders in the field of industrial and systems engineering, we have been paving the way in productivity and efficiency, innovating and making any product or service—from manufacturing to delivery and from health systems to humanitarian relief—more cost-effective, more pragmatic, and more valuable. In addition, we are working on the foundational disciplines in optimization, simulation, stochastics, and statistics to further our fundamental understandings.
In order to continue ISyE’s excellence, leadership, and top rankings, we have developed this plan to provide us with the strategies and steps to propel us to the next level. This plan aligns with Georgia Tech’s plan “Designing the Future,” launched in fall 2010, and the College of Engineering’s “Defining Tomorrow,” released in summer 2012. Georgia Tech, the College of Engineering (CoE), and ISyE aspire to be leaders in influencing major technological, social, and policy decisions that address global challenges, and we are already seeing this happening across the Institute. We also aspire to continue to play a leading role in shaping the strategic direction of our discipline in an effort to continue solving some of today’s pressing problems, as we educate our future leaders to solve tomorrow’s problems. This plan provides us with strategies to develop this next generation of enlightened leaders so that they can tackle the problems we cannot even conceive of today.
Jane Chumley Ammons, Ph.D., P.E. H. Milton and Carolyn J. Stewart School Chair H. Milton Stewart School of Industrial & Systems Engineering Georgia Institute of Technology September 2013
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The Stewart School of Industrial & Systems Engineering
Planning Process In 2011, the Stewart School of Industrial & Systems Engineering (ISyE) Alumni Advisory Board conducted an extensive examination of ISyE’s existing strategic plan that resulted in detailed suggestions for updates and improvements. Using this input, the Stewart School held a strategic planning retreat in April 2012 for more than 50 participants representing key stakeholders (faculty, staff, and alumni). Prior to the event, selected participants were asked to complete a survey to elucidate opinions on the state of the School, College, and Georgia Tech. At the retreat, School Chair Jane Ammons reviewed the survey results, set the context, and provided a charge for the planning process. The participants then viewed presentations focused on the five objectives of the School plan (which mirror those of the College of Engineering and Institute Strategic Plans). The participants were then separated into groups and asked to conduct brainstorming sessions to answer questions, as well as develop ideas and recommendations, in each of these five areas: Scholarship and Research; Innovation, Entrepreneurship and Public Service; Technology Focused Educations; International Footprint; and Institutional Effectiveness.
“Georgia Tech, the College of Engineering, and ISyE aspire to be leaders in influencing major technological, social, and policy decisions that address global challenges, and we are already seeing this happening across the Institute.”
Following the retreat, a subset of the participants was identified to form a steering committee to develop and vet the final plan. This steering committee subsequently reviewed the outcomes from the retreat, engaged in a situational analysis of the College, developed vision and mission statements, assembled teams to address each objective in the plan, and eventually completed a draft plan. That draft was then presented to the ISyE faculty, staff, Alumni Advisory Board and the College community for feedback and refinement prior to final publication.
Engineering Our Future: A Strategic Plan
2
Vision & Mission Objectives “Designing the Future: The Georgia Tech Strategic Vision and Plan” and “Georgia Tech College of Engineering Defining Tomorrow – A Strategic Plan, 2012-2017” align five key strategic objectives. As one of the largest academic units in the Institute and the College, it is appropriate for ISyE’s strategic plan to remain congruent with the institutional and engineering college plans while retaining a unique perspective that reflects the culture and aspirations of the School. The following objectives espoused in ISyE’s plan mirror those in the Institute’s and College of Engineering’s plans to:
1. Prepare and train our students to be leaders in industry, academia, and government, 2. Sustain and enhance excellence in scholarship and research, 3. Ensure innovation, entrepreneurship, and public service are fundamental characteristics of ISyE graduates, 4. Expand ISyE’s global footprint and influence to ensure that it is graduating global citizens, and 5. Relentlessly pursue institutional effectiveness.
The Institute’s strategic plan is structured on a twenty-five-year time horizon. Like the College of Engineering’s plan, ISyE’s plan focuses on the next five years. Over this timeframe, ISyE’s aspiration is to continue to enhance its leadership as the top program in its field among the very best programs in the nation and the world.
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The Stewart School of Industrial & Systems Engineering
Vision Based on its values, current capabilities, and future aspirations, ISyE proposes the following vision:
The Stewart School of Industrial & Systems Engineering at Georgia Tech will be the world’s leader in expanding and communicating engineering knowledge and innovation associated with designing, operating, and improving processes for acquiring, producing, selling, and delivering sustainable products and services, and graduating future global leaders in these areas.
Mission In order to realize its vision, ISyE will undertake the following mission:
ISyE’s mission is to create, assimilate, integrate, and disseminate knowledge involving industrial and systems engineering.
Objective 1:
Prepare and train our students to be leaders in industry, academia, and government.
Goal By ensuring the highest standards of methodological rigor, breadth, and depth in course coverage, and emphasizing the most relevant and cutting-edge applications and tools in our curricula, we will prepare our students to be global leaders (in action and in thought) in our ever-changing, technology- and data-driven world.
Strategies 1. Continuously improve our curricula to ensure that students are receiving the training and experience they need for success. This includes: • Flexibility to succeed in a wide variety of career paths, including the pursuit of advanced degrees; • Critical thinking skills needed to analyze and solve problems that have not been encountered before; • Ability to integrate large data sets, appropriate quantitative analysis, and domain knowledge to develop creative and effective solutions;
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The Stewart School of Industrial & Systems Engineering
• Enhance non-technical learning such as leadership, communication (including teaching for academic-focused Ph.D. students), teamwork, culture, ethics, etc.; • Increased project-based linkage between theory and a wide variety of applications; and • Creating, as appropriate, courses and degree programs that satisfy the changing needs of the marketplace. 2. Increase student learning by developing and implementing improved teaching methods, whether technology-based or not, whether traditional or not, whether more flexible or not. Our goal is not to change for its own sake, but to change (or not) in ways that will increase the learning of our students and our impact on their success. 3. Ensure that our students have the mentoring, advising, and resources necessary for creativity and success. This includes access to state-ofthe-art software and hardware, and sufficient teaching assistant and research assistant support at the Ph.D. level, etc.
4. Enhance the diversity of our faculty and students at all levels. 5. Foster strong, lasting relationships with our graduates, building and maintaining a rich network of connections with alumni in positions of industrial and academic leadership. 6. Improve placement of students at all levels in industry, academia, and government. 7. Encourage faculty interaction with industry and government leaders, including teaching in professional education venues.
Measures • Career progress of our graduates years after obtaining a degree from ISyE • Collective breadth of careers of our graduates • Quantitative and qualitative results of alumni surveys • Quality of initial student placement in jobs and advanced degree programs
• Fraction of alumni who remain connected with ISyE (including sponsoring co-ops, internships, and capstone design projects; donations of time, money, and services to ISyE; willingness to participate in alumni functions or surveys; social media connections; etc.) • Student/faculty ratios (as a proxy for interaction between students and faculty) • Student/advisor ratios • ABET reviewer feedback • U.S. News & World Report and similar rankings • Publication, presentation, and award record of faculty in education, curriculum, pedagogy, etc. • Quantitative and qualitative student feedback (including advisory comments to administration, CIOS scores, etc.) • Number of faculty members actively teaching professional education courses • Diversity of faculty and students
Degrees Awarded, FY13
315
BS
217
MS
PhD
562
30
total
“...we will prepare our students to be global leaders in our ever-changing, technology- and data-driven world.” Engineering Our Future: A Strategic Plan
6
Objective 2:
Sustain and enhance excellence in scholarship and research.
Goal ISyE is, at its core, a community of outstanding faculty, student researchers, and scholars, seeking to advance knowledge and generate solutions to key societal challenges. ISyE will sustain and enhance excellence in scholarship and research in industrial and systems engineering, operations research, and statistics, and be recognized as a world leader in fundamental and applied research in traditional and emerging fields within our discipline.
Strategies 1. The School will cultivate an intellectually stimulating environment for its community of faculty, student scholars, and researchers, emphasize respect among its various members, and create and encourage both informal and formal interaction and collaboration through various forums and initiatives. 2. A productive community of creative and impactful faculty scholars will be developed and sustained by recognizing and rewarding excellence in scholarship and research across the wide range of traditional and emerging
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The Stewart School of Industrial & Systems Engineering
fields, from fundamental to applied, within the broader discipline of industrial and systems engineering, operations research, and statistics. 3. Faculty hiring will focus on both outstanding proven scholars and talented young researchers in our core areas of traditional strength, and will be responsive to changes in our field. Hiring will build strength in new and emerging methodological areas and expertise in critical new engineering challenges, positioning the School to lead the field forward. 4. Graduate students are critical members of our community of scholars, and an outstanding community of Ph.D. and master’s students will be cultivated. Recruiting the best and brightest young minds to become our student research collaborators will be prioritized, and outstanding student research mentorship will be recognized and rewarded. 5. Graduate student recruiting and retention will be enhanced by providing competitive funding support to students for the duration of their degree study, and student fellowship support will be promoted as a critical driver of School success to the current and prospective philanthropic supporters of ISyE.
Measures
6. Junior and mid-career faculty will receive the mentorship necessary by both School leadership and senior faculty to help them build fulfilling research careers that considerably enhance their own and the School’s reputation. 7. Endowed faculty chairs will be used not only to attract preeminent scholars to Georgia Tech, but also to provide opportunities to reward our best and most promising current faculty for sustained excellence in research and outstanding scholarship. 8. Transparent promotion and tenure criteria will be used to evaluate the research and scholarship achievements of our faculty members, focusing on assessment of the impact of the work, broadly defined and as judged by a community of peers. 9. Interdisciplinary research and scholarship will be strongly supported, especially when partnerships and collaborations lead to discoveries and solutions to major challenges that help redefine the boundaries of our field. Collaborative research between members of the School, both within sub-disciplines and between different sub-disciplines, and with interdisciplinary research institutes and centers, will also be encouraged to help the School leverage its scale to transform the field. 10. Opportunities will be created to explore new research directions and partnerships by seeking funding for initiatives such as seminars, colloquia, workshops, and research exchanges that bring top scholars as well as business and government leaders to campus to engage our community of faculty and student scholars in collaborative work on critical new challenges and opportunities.
• Number of editorships of major research journals • Number of members of the National Academy of Engineering • Number of fellows of major societies such as AMA, ASA, ASME, ASQ, IEEE, IIE, IMS, INFORMS, SIAM, SME • Highly cited papers and scholarly works in well-respected research outlets • Major patents with significant licensing revenue or value • Successful promotion of young faculty members • Research awards and prizes from major professional societies • Plenary lectures, major invited speaker recognitions • Reputation rankings from various university ranking publications and groups • Research awards from competitive peerreviewed funding agencies • Placement and promotion of Ph.D. students and post-doctoral researchers into faculty positions at peer institutions in top industrial engineering and operations research programs in academia, top government, and industry research positions • Having faculty recognized as founders of important new fields or sub-fields • Having faculty on advisory boards of major corporations or government agencies • Diversity of research funding sources
Industrial Engineering Bachelor's Students, Fall 2013 *includes co-op students
1,617 total
Engineering Our Future: A Strategic Plan
8
Objective 3:
Ensure that innovation, entrepreneurship, and public service are fundamental characteristics of our graduates.
We define innovation and entrepreneurship very broadly. Included in the innovation and entrepreneurship category are: • Research that leads to significant advances in a particular area and results in high quality publications; • Research that leads to patents, licensing, commercialization; • Software or decision support tools utilizing creative ISyE methodology to address currently unmet needs in practice or academia; • New developments in educational materials, programs, or teaching methods, and • New companies started by faculty or students.
Goals
Strategies
1. Increase the number of activities that fall into the broadly defined innovation and entrepreneurship category. These include but are not limited to research, projects, company start-ups, and engagement (volunteer or paid) in public service activities.
If ISyE is to succeed at increasing the number of activities within innovation and entrepreneurship, ISyE leadership must clearly communicate this message to faculty, students, and staff. ISyE will:
2. Increase visibility (via communications and marketing) of the entrepreneurship and service activities of ISyE faculty, staff, and students. Work with the CoE dean’s office to enhance awareness of resources and clarify the functions of internal institutions available to ISyE faculty and students and innovation, entrepreneurship, and public service.
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The Stewart School of Industrial & Systems Engineering
1. Create an environment that fosters entrepreneurship and supports innovation. 2. Identify and share examples and best practices of innovation and entrepreneurship from other top industrial engineering departments. Ensure that both faculty and administrators know and follow the conflict-of-interest processes. 3. Encourage and work with the CoE to develop undergraduate and graduate courses on
entrepreneurship for engineering students. Encourage and support students and faculty to participate in competitions that promote entrepreneurship, innovation, and public service (e.g., TIGER and Ideas to Serve competitions at Georgia Tech). 4. Establish or support faculty, students, and alumni to participate in lecture series and focused workshops or programs (at Georgia Tech or outside) on innovation, entrepreneurship, and public service. Create ISyE internal faculty and student awards focused on innovation, entrepreneurship, and public service. 5. Inform ISyE students about (and leverage) programs in other Georgia Tech units that provide education, training, and opportunities in public service. 6. Increase problem-based learning focus in ISyE courses. Create opportunities such that some of the Senior Design projects have aspects of innovation, entrepreneurship, and public service, e.g., possibly connecting with start-ups and/or service-based organizations. 7. Identify and make students aware of opportunities for internships or positions after graduation focusing on public service or entrepreneurship (e.g., working with ISyE alumni base or the Georgia Tech Office of Government and Community Relations). 8. Encourage entrepreneurship experience (e.g., students spend a week visiting venture labs and start-up companies around the country, bring successful graduate students or angel investors
to share experiences, connect with our alumni). Facilitate opportunities so that students can pitch their ideas to the ISyE alumni. 9. Communicate the entrepreneurship, innovation, and public service related activities, opportunities, and successes of ISyE faculty, staff, and students to the Georgia Tech community and the outside world. 10. Assure ISyE incentives and criteria for annual review, reappointment, promotion, and tenure align with those developed by the CoE to promote innovation, entrepreneurship, and public service.
Measures • Number of patents, licensed patents, licensing income and/or new start-ups • Number of students performing public service, including, but not limited to, volunteer work. Ideally, count those that could be considered “service learning,” i.e., utilizing and applying ISyE education • Number of faculty, staff, students, and alumni who currently serve or have served in a government administrative or policy position, on a government advisory board at a program level or above (including National Academy committees but not peer review committees), or in a consulting role with two or more agencies on policy issues • External recognition • Funding generated to support these activities
BSIE Degrees Awarded to Underrepresented Minorities, FY13
134 total
Engineering Our Future: A Strategic Plan
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Objective 4:
Expand our global footprint and influence to ensure that we are graduating global citizens.
Goal In order to retain and strengthen its leading role in industrial and systems engineering, operations research, and statistics, ISyE will pursue and support a number of programs and initiatives that will: • Strengthen its image and reputation in the corresponding international communities; • Allow access to new pools of talented doctoral students; • Facilitate and enhance faculty accessibility to international centers of excellence as well as to professional and educational opportunities defined by trends in current globalized economy; and • Enable the School to stay abreast of related emerging developments in the arena of higher education. ISyE will also facilitate and support related objectives and initiatives undertaken by the CoE strategic plan; this plan will: • Promote the exposure of U.S. students to international experiences; and
11
The Stewart School of Industrial & Systems Engineering
• Encourage faculty to interact with foreign governments and corporations towards the development of research, education, and entrepreneurship opportunities.
Strategies 1. Support and enhance the programs and initiatives that are part of ISyE’s current global footprint by providing a more structured operational environment for them, and a more transparent and systematic exposition of their value and opportunities to the School’s faculty. 2. Clearly articulate for the broader faculty the emerging needs for ISyE’s global engagement, and find ways to support and encourage faculty participation in ongoing and emergent related activities. 3. Leverage ISyE’s loyal alumni with international connections (including its international alumni), the School’s ranking, and the strengths and reputation of its faculty in order to define new opportunities for ISyE’s global outreach in terms of educational programs, research
and local cultures. This can be achieved by continuing and extending the student exposition and engagement to study-abroad programs, international internships and placements, and other exchange programs, and by increasing the representation of international students within the School’s student body.
collaborations, and professional service. This possibility seems to be especially promising in Latin America and parts of Asia. 4. Encourage and enable ISyE’s multinational faculty to proactively identify opportunities for fruitful and constructive global outreach, based on their personal experiences and liaisons. 5. Monitor the ongoing and future developments pertaining to global outreach that take place within CoE, and explore the strategic opportunities and advantages that might be defined for the School. A promising development in this direction is the anticipated Georgia Tech Global Village, which is expected to be a hub of international partners in innovation, education, and entrepreneurship. 6. Investigate opportunities and potential threats from modern technological capabilities in the context of higher education. Remote course offerings and the recent development of massive open online courses may have a profound impact on the concept of global footprint and outreach, especially on the way that this concept applies to the structure and delivery of courses and educational programs. 7. Promote the School’s international visibility and leading role by proactively seeking visitations by international eminent scholars, as well as business and technology leaders with international origins and affiliations. At the same time, enable ISyE faculty to act as exponents of the School’s qualities and reputation through similar visitations to international institutions and centers of excellence. 8. Promote to ISyE students the importance of being global citizens and leaders in a world where knowledge generation and dissemination, and career development and opportunities, transcend geographical boundaries
Measures • Student participation in study-abroad programs, international internships, and other exchange programs • Number of students registered in our current internationally oriented programs, and placement opportunities for such students • Percentage of international students in ISyE’s student body, especially undergraduates • Percentage of (successful) Ph.D. students attracted through our global footprint initiatives • Number of international business and academic leaders visiting ISyE every year • Faculty collaborations and extended visitations with international academic units and corporations • Number of our faculty participating in activities related to our global footprint • ISyE representation in relevant CoE initiatives and endeavors • External funding and other resources supporting related activities
Degrees Awarded to ISyE Women, FY13
107
BS
83
MS
PhD
11
201 total
Engineering Our Future: A Strategic Plan
12
Objective 5:
Relentlessly pursue institutional effectiveness.
Goal If ISyE is to succeed at realizing its vision and carrying out its mission, it will need to maximize the effectiveness of its human and financial resources, as well as its facilities, in support of its key strategy areas in education, scholarship, research, innovation, and global citizenship.
Strategies 1. Use the knowledge and experience of our faculty, as the #1 industrial and systems engineering program, as ranked by U.S. News & World Reports, in the world to help Georgia Tech maintain and enhance its reputation as a leading research and academic institution. 2. To maintain its top rankings and leadership in the field, ISyE must reduce its student/faculty and student/advisor ratios. ISyE will also continuously maintain faculty and staff levels needed to fulfill all of the School’s and Institute’s primary responsibilities. 3. ISyE will develop a rolling forecast of potential need, such as provision of service, numbers
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The Stewart School of Industrial & Systems Engineering
of faculty and staff, facilities and other infrastructure, in each of the key ISyE strategy areas. 4. ISyE will seek resources to provide incentives and reward exceptional performance in research, teaching, funding, and service. This is to promote faculty retention. If paralleled with consistently hiring additional faculty each year we will see our faculty/student ratios begin to decrease. This will allow faculty to spend more time with students and will increase our ROI when the current students become alumni. Development continues and will need to continue to play a key role in acquiring resources outside of the decreasing general state allocations. This will allow ISyE to recruit top students as well as prestigious faculty. 5. ISyE will host regular meetings of various support teams, such as accounting, human resources, information systems, facilities, development, communications, and faculty administration, to discuss current status, potential measures, and definition of progress.
Measures • • • • • • • • •
Student to faculty ratios Student to advisor ratios Staff to faculty ratios Class size Graduate Teaching Assistant/class size Turnover ratio (faculty and staff) Overhead generated per faculty member Yearly development goals ISyE annual operations survey
“ISyE will need to maximize the effectiveness of its human and financial resources, as well as its facilities, in support of its key strategy areas...” Engineering Our Future: A Strategic Plan
14
The Path Forward The current opportunities in industrial and systems engineering are tremendous—and we are making a difference. The faculty, students, alumni, and staff of the Stewart School of Industrial & Systems Engineering have amazing intellectual talent, curiosity, drive, expertise, and skills to address the grand challenges facing our world today and shaping our future tomorrow. In striving to be the world’s leader in expanding and communicating engineering knowledge and innovation associated with designing, operating, and improving processes for acquiring, producing, selling, and delivering sustainable products and services, and graduating future leaders in these areas, we will develop and deliver individual and collective knowledge, valued service, and lasting impact.
The future belongs to those who understand that doing more with less is compassionate, prosperous, and enduring, and thus more intelligent, even competitive. Paul Hawken Few things are more important to each individual’s future success or to our nation’s prosperity than education. Mark Kennedy
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The Stewart School of Industrial & Systems Engineering
Acknowledgements The Stewart School of Industrial & Systems Engineering would like to thank the members of the Strategic Planning Committee.
Jane Ammons
H. Milton and Carolyn J. Stewart School Chair, ISyE, Committee Chair
Christos Alexopoulos Associate Professor, ISyE
Sigr煤n Andrad贸ttir Professor, ISyE
Chris Gaffney, IE 1985 Vice President of Logistics The Coca-Cola Company
David Goldberg
Assistant Professor, ISyE
Garry Hutchison
Assistant Director, Financial Operations, ISyE
Pinar Keskinocak
Kevin Center
Joseph C. Mello Professor, ISyE
Vinod Cheriyan
John Hunter Chair and Professor, ISyE
Organizational Development, ISyE, ex-officio Graduate Student, ISyE
Barbara Christopher
Communications Manager, ISyE, ex-officio
Juana Cunningham
Organizational Development, ex-officio
Shijie Deng
Associate Professor, ISyE
Alan Erera
Associate Professor, ISyE
Arkadi Nemirovski Spyros Reveliotis Professor, ISyE
Jose Sarmiento
Undergraduate Student, ISyE
Jan Shi
Carolyn J. Stewart Chair and Professor, ISyE
Joel Sokol
Associate Professor, ISyE
Jeff Wu
Coca-Cola Chair in Engineering Statistics and Professor, ISyE
Engineering Our Future: A Strategic Plan
16
Appendix: Benchmarking A graphical comparison of ISyE at Georgia Tech to several peer institutions across several quantitative dimensions follows. Source: ASEE FY12.
Total Degrees Awarded by Level
50
50
50
0
0
0
0
0
VT
300 300
Wisconsin
300 300
196250 250
CAL
300 300
139 250 250
100 50 0
NWU
300 300
250 250
213250250
126 250 250
200 200
200 200
200 200
200 200
200 200
150 150
150 150
150 150
150 150
150 150
100 100
100 100
100 100
100 100
100 100
50 50
5050
5050
5050
50 50
00
00
00
00
00
300 300 200 200
50 50
0 300 300
1200
400 200
FY11
FY10
FY09
1400 300 1200 250 1000 200 800 150 600 100 400
238
= Doctoral enrollment
00
Undergraduate Student-Faculty Ratio 0 PSU
25
25
TAMU
25
Purdue
25
Wisconsin
25
20
20
20
20
15
24.315
23.5 15
23.215
15
10
10
10
10
5
5
5
5
20
VT
25
GT
20 15
20.5
19.9
10
19.2
10
5
5
0 0 0 0 0 0 FY05 FY06 FY07 FY08 FY09 FY10 FY11 FY05 FY06 FY07 FY08 FY09 FY10 FY11 FY05 FY06 FY07 FY08 FY09 FY10 FY11 FY05 FY06 FY07 FY08 FY09 FY10 FY11 FY05 FY06 FY07 FY08 FY09 FY10 FY11 FY05 FY06 FY07 FY08 FY09 FY10 FY11 25
Illinois
25
CAL
25
Michigan
25
Cornell
25
Stanford
25
20
20
20
20
20
20
15
15
15
15
15
15
10
18.710
10
10
10
10
5
5
5
13.3 5
12.3 5
16.1
5
15.4
NWU
8.2
0 0 0 0 0 0 FY05 FY06 FY07 FY08 FY09 FY10 FY11 FY05 FY06 FY07 FY08 FY09 FY10 FY11 FY05 FY06 FY07 FY08 FY09 FY10 FY11 FY05 FY06 FY07 FY08 FY09 FY10 FY11 FY05 FY06 FY07 FY08 FY09 FY10 FY11 FY05 FY06 FY07 FY08 FY09 FY10 FY11
i
Appendix
= Bachelor's enrollment = Master's enrollment
20050
FY11
FY05
FY12
FY11
FY10
FY09
FY08
FY07
FY06
FY05
FY12
FY11
FY10
FY09
FY08
FY07
FY06
FY05
FY12
FY11
FY10
FY09
FY08
FY07
00
FY06
00
FY05
00
FY12
00 FY11
00 FY10
50 200
FY09
20050
FY08
20050
FY07
50 200 FY06
Illinois
1000 200 800 150 600 100 400
50 200 FY05
FY08
0
FY05
FY12
600
3701200 250
1000 200 800 150 600 100 400
635
800
1400 300
3761200250
1000 200 800 150 600 100 400
FY11
FY10
FY09
1400 300
4581200 250
1000 200 800 150 600 100 400
Wisconsin
1000
FY10
1400 300
1400 300
4941200 250
FY08
NWU
250PSU 250 300 638 200 200 250 150 150 200 CAL 100 100 268 150 5050 100 00 50 1400 1200
FY09
1400 300 1200 250 1000 200 800 150 600 100 400
Cornell
FY12
Stanford
FY07
0 FY06
0 FY05
0 FY12
0
FY11
0
FY10
200
FY09
200 FY08
200 FY07
200
FY06
200
FY05
400
FY11
600
400
FY10
600
400
FY09
600
400
FY08
600
400
FY07
600
FY06
800
FY05
800
FY12
800
FY11
800
FY10
800
FY09
6661000
FY08
7921000
FY07
8571000
FY06
1,9101000
FY05
1000
FY07
1200
Purdue
1400
FY08
1200
1200
Michigan
1400
FY06
VT
1400
*callout denotes total degrees awarded, FY12
00
FY07
1200
TAMU
1400
= Doctoral degrees
100 100
FY06
GT
= Bachelor's degrees = Master's degrees
150 150
Total Enrollments by Level 1400
49
250 250
FY12
50
FY11
50
150
FY12
100
FY10
150
100
FY11
150
100
FY09
150
100
FY10
150
100
200
FY08
150
215
250
FY09
200
FY07
200
FY08
200
300
FY06
200
Purdue
239 250
FY07
200
300 300
289 250
300
468250
FY05
300
250
250 250 300 PSU 235 200 200 250 150 150 200 100Illinois 100 110 150 5050 100 00 50
TAMU
FY06
300
316250
Cornell
FY12
300
Stanford
FY05
300
Michigan
FY12
GT
300 300
*callout denotes total enrollment, FY12
1. 2. 3. 4. 5. 6.
Cornell University (Cornell) Georgia Institute of Technology (GT) Northwestern University (NWU) Purdue University (Purdue) Stanford University (Stanford) Texas A&M University (TAMU)
7. 8. 9. 10. 11. 12.
The Pennsylvania State University (PSU) University of California-Berkeley (CAL) University of Illinois at Urbana-Champaign (Illinois) University of Michigan (Michigan) University of Wisconsin-Madison (Wisconsin) Virginia Polytechnic Institute and State University (VT)
Faculty Size 60
GT
4660
Stanford
Michigan
60
PSU
VT
60
60
50
50
50
50
40
2440
50
40
2340
2340
2340
30
30
30
30
30
30
20
20
20
20
20
20
10
10
10
10
10
10
0
0
0
0
0
60 300 50 250 40 200
NWU
60 300 50 250 40 200
50
60
Purdue
60 300 50 250 40 200
1930
Cornell
1930
60 300 50 250 40 200
TAMU
60 300 50 250 40 200
60 300 50 250 40 200
150
17150 30
1630 150
1630150
20 100
20 100
20 100
20 100
20 100
10 50
1050
1050
10 50
1050
1050
00
00
00
00
00
00
150
21
0
Wisconsin
20 100
30 150
Illinois
CAL
15
BS Degrees to Women 120
GT
90120
100
100
80
80
60
60
40
Michigan
120
Purdue
120
PSU
120
VT
120
100
80
5180
100
60
60
33 60
31 60
40
40
40
40
40
20
20
20
20
20
20
0
0
0
0
0
120 300 100 250 80 200
Wisconsin
120 300 100 250 80 200
100
61
NWU
120 300 100 250 80 200
Cornell
120 300 100 250 80 200
60 150
30 150 60
60 28150
60 26150
40 100
40 100
40 100
40 100
20 50
20 50
20 50
00
00
0
80
CAL
120 300 100 250 80 200
TAMU
100 80
30
0
Stanford
60
120 300 100 250 80 200
Illinois
60
21150
20 150
20 50
20 50
20 50
00
00
00
40 100
7
40 100
BS Degrees to Underrepresented Minorities 60
TAMU
4160
GT
60
50
3550
40
40
40
30
30
20
20
10 0
50
300 60
Cornell
Stanford
60
Michigan
50
60
PSU
50
29
60 50
40
2240
30
30
30
20
20
20
20
10
10
10
10
10
0
0
0
0
0
300 60
NWU
300 60
VT
300 60
CAL
300 60
1940
Wisconsin
60300
250 50
250 50
250 50
250 50
50250
200 40
200 40
200 40
200 40
200 40
40200
150 1330
1330150
150 1330
100 20
100 20
100 20
100 20
50 10
1050
1050
00
00
00
9
150 30
15
30
250 50 150 30
Purdue
Illinois
30150
100 20
5 20100
1050
1050
10 50
00
00
0 0
3
Appendix
ii
www.isye.gatech.edu